Level 4 NVQ Certificate/Diploma in Business and Administration ( /94)

Transcription

1 Level 4 NVQ Certificate/Diploma in Business and Administration ( /94) Qualification handbook for centres November 2012 Version 1.4 (Jan 2014) Level 4 NVQ Diploma in Business and Administration 601/1904/4

2 About City & Guilds City & Guilds is the UK s leading provider of vocational qualifications, offering over 500 awards across a wide range of industries, and progressing from entry level to the highest levels of professional achievement. With over 8500 centres in 100 countries, City & Guilds is recognised by employers worldwide for providing qualifications that offer proof of the skills they need to get the job done. City & Guilds Group The City & Guilds Group includes City & Guilds, ILM (the Institute of Leadership & Management, which provides management qualifications, learning materials and membership services), City & Guilds NPTC (which offers land-based qualifications and membership services), City & Guilds HAB (the Hospitality Awarding Body), and City & Guilds Centre for Skills Development. City & Guilds also manages the Engineering Council Examinations on behalf of the Engineering Council. Equal opportunities City & Guilds fully supports the principle of equal opportunities and we are committed to satisfying this principle in all our activities and published material. A copy of our equal opportunities policy statement is available on the City & Guilds website. Copyright The content of this document is, unless otherwise indicated, The City and Guilds of London Institute and may not be copied, reproduced or distributed without prior written consent. However, approved City & Guilds centres and candidates studying for City & Guilds qualifications may photocopy this document free of charge and/or include a PDF version of it on centre intranets on the following conditions: centre staff may copy the material only for the purpose of teaching candidates working towards a City & Guilds qualification, or for internal administration purposes candidates may copy the material only for their own use when working towards a City & Guilds qualification The Standard Copying Conditions (which can be found on the City & Guilds website) also apply. Please note: National Occupational Standards are not The City and Guilds of London Institute. Please check the conditions upon which they may be copied with the relevant Sector Skills Council. Publications City & Guilds publications are available on the City & Guilds website or from our Publications Sales department at the address below or by telephoning +44 (0) or faxing +44 (0) Every effort has been made to ensure that the information contained in this publication is true and correct at the time of going to press. However, City & Guilds products and services are subject to continuous development and improvement and the right is reserved to change products and services from time to time. City & Guilds cannot accept liability for loss or damage arising from the use of information in this publication. City & Guilds 1 Giltspur Street London EC1A 9DD T F +44 (0) centresupport@cityandguilds.com

3 Level 4 NVQ Certificate/Diploma in Business and Administration ( /94) Qualification handbook for centres November 2012 Version 1.4 (Jan 2014) Level 4 NVQ Diploma in Business and Administration 601/1904/4 1.4 Jan 2014 Amended Diploma rules of combination Qualification Structure 1.3 Nov 2012 Additional units added to rules of combination Qualification Structure

4 City & Guilds Skills for a brighter future Cityl)p Guilds 2 Level4 NVQ Certificate/Diploma in Business and Administration ( /94)

5 Contents 1 Introduction to the qualifications Qualification structure Qualification support materials 8 2 Centre requirements Resource requirements Candidate entry requirements 10 3 Course design and delivery Initial assessment and induction Recommended delivery strategies 12 4 Assessment Summary of assessment methods Evidence requirements Recording forms Recognition of prior learning/achievement (RPA) 16 5 Units 17 Unit 310 Develop a presentation 18 Unit 311 Deliver a presentation 21 Unit 316 Support the design and development of an information system 25 Unit 317 Monitor information systems 28 Unit 318 Analyse and report data 31 Unit 319 Order products and services 34 Unit 320 Plan and organise an event 39 Unit 321 Co-ordinate an event 43 Unit 322 Plan and organise meetings 46 Unit 323 Organise business travel or accommodation 50 Unit 324 Evaluate the organisation of business travel or accommodation 53 Unit 327 Contribute to running a project 56 Unit 328 Deliver, monitor and evaluate customer service to internal customers 61 Unit 329 Deliver, monitor and evaluate customer service to external customers 65 Unit 330 Agree a budget 69 Unit 401 Manage and be accountable for own performance in a business environment 71 Unit 402 Evaluate and improve own performance in a business environment 75 Unit 403 Support the purpose and values of an organisation 78 Unit 404 Support sustainability in a business environment 83 Unit 405 Assess, manage and monitor risk in a business environment 87 Unit 406 Communicate in a business environment 90 Unit 407 Evaluate and solve business problems 95

6 Unit 408 Make decisions in a business environment 99 Unit 409 Negotiate in a business environment 103 Unit 410 Design and develop an information system 107 Unit 411 Manage and evaluate an information system 110 Unit 412 Prepare specifications for contracts 113 Unit 413 Chair meetings 116 Unit 414 Manage an office facility 120 Unit 415 Propose and design administrative services 124 Unit 416 Prepare, co-ordinate and monitor operational plans 129 Unit 417 Implement, monitor and maintain administrative services 133 Unit 418 Contribute to innovation in a business environment 138 Unit 419 Plan change for a team 142 Unit 420 Manage budgets 146 Unit 501 Invite tenders and select contractors 150 Unit 502 Monitor and evaluate contracts 154 Unit 503 Plan change across teams 157 Unit 504 Implement, monitor and review change 161 Unit 505 Manage a project 165 Appendix 1 Sources of general information 169 Appendix 2 Matrix of evidence triangulated across units within each of the NVQ levels 170

7 1 Introduction to the qualifications This document contains the information that centres need to offer the following qualifications: Qualification title and level City & Guilds Qualification Level 4 NVQ Certificate in Business and Administration Level 4 NVQ Diploma in Business and Administration /9776/ / /1904/4 Consult the walled garden for last registration and certification dates. The City & Guilds Level 4 NVQ Certificate and Diploma in Business and Administration meet the needs of candidates who are employed in or wish to gain employment in a role with administrative management responsibilities. They provide the candidate with the opportunity to gain the skills to develop and implement administrative services that can be applied to a wide range of businesses and organisations. The candidate will develop an understanding of management responsibilities and gain competencies in fulfilling these through a range of activities such as resource management, negotiating, agreeing budgets and promoting innovation and change. These competence based qualifications replace the City & Guilds 4404 Level 4 NVQ in Business and Administration which expires on 31 July These qualifications are based on national occupational standards developed by the Council for Administration (CfA) and were designed in collaboration with City & Guilds and other awarding organisations. They include imported units from the Institute of Customer Service (ICS) and the Management Standards Centre (MSC). The Level 4 NVQ Certificate and Diploma provide the candidate with the opportunity to enter into employment in a managerial role within any type of business environment and offers progression onto further learning / training and into higher education. Contacting the Sector Skills Councils/Standards Setting Bodies CfA Tel: Fax: info@cfa.uk.com Website: ICS Tel: Fax: enquiries@icsmail.co.uk Website: Management Standards Centre Tel: management.standards@managers.org.uk Website:

8 1.1 Qualification structure Level 4 NVQ Certificate in Business and Administration To achieve the Level 4 NVQ Certificate in Business and Administration the learner must achieve a minimum of 30 credits overall, of which a minimum of 20 credits must be at level 4 20 credits from the six mandatory units in Group A plus a minimum of 10 credits from optional units in Group B. Level 4 NVQ Diploma in Business and Administration To achieve the Level 4 NVQ Diploma in Business and Administration the learner must achieve a minimum of 53 credits overall, of which a minimum of 35 credits must be at level 4 20 credits from the six mandatory units in Group A plus a minimum of 33 credits from optional units in Group B. Key to table A Mandatory, B Optional, C - Optional * Excluded combination indicated unit(s) cannot be taken together within any one qualification: City & Guilds Ofqual unit accreditation Unit title Level 4 Certificate * Excluded 310 M/601/2528 Develop a presentation B 311 T/601/2529 Deliver a presentation B 316 L/601/2536 Support the design and development of an information system R/601/2537 Monitor information systems B B Y/601/2538 Analyse and report data B 319 D/601/2539 Order products and services B 320 R/601/2540 Plan and organise an event B 321 Y/601/2541 Co-ordinate an event B 322 D/601/2542 Plan and organise meetings B 323 H/601/2543 Organise business travel or accommodation B 324 K/601/2544 Evaluate the organisation of business travel or accommodation J/601/2549 Contribute to running a project B 328 A/601/ F/601/2551 Deliver, monitor and evaluate customer service to internal customers Deliver, monitor and evaluate customer service to external customers J/601/2552 Agree a budget B 331 D/601/1228 Use customer service as a competitive tool B 332 J/601/1515 Monitor and solve customer service problems B 401 L/601/ R/601/2554 Manage and be accountable for own performance in a business environment Evaluate and improve own performance in a business environment Y/601/2555 Support the purpose and values of an organisation A B B B A A

9 City & Guilds Ofqual unit accreditation Unit title Level 4 Certificate * Excluded 404 D/601/2556 Support sustainability in a business environment A 405 H/601/2557 Assess, manage and monitor risk in a business environment M/601/2562 Communicate in a business environment A 407 K/601/2558 Evaluate and solve business problems B 408 H/601/2560 Make decisions in a business environment B 409 K/601/2561 Negotiate in a business environment B 410 T/601/2563 Design and develop an information system B 411 A/601/2564 Manage and evaluate an information system B 412 F/601/2565 Prepare specifications for contracts B 413 J/601/2566 Chair meetings B 414 L/601/2567 Manage an office facility B 415 Y/601/2569 Propose and design administrative services B 416 L/601/2570 Prepare, co-ordinate and monitor operational plans B 417 Y/601/2572 Implement, monitor and maintain administrative services K/601/2575 Contribute to innovation in a business environment B 419 M/601/2576 Plan change for a team B 420 T/601/2580 Manage budgets B 421 K/600/9711 Manage physical resources B 422 M/600/9712 Manage the environmental impact of work activities B 423 T/600/ M/600/ K/600/ A/601/1236 Provide leadership and direction for own area of responsibility Support learning and development within own area of responsibility Develop working relationships with colleagues and stakeholders Plan, organise and control customer service operations R/601/2585 Invite tenders and select contractors B 502 Y/601/2586 Monitor and evaluate contracts B 503 D/601/2587 Plan change across teams B 504 K/601/2589 Implement, monitor and review change B 505 A/601/2578 Manage a project B 506 T/600/9663 Recruit staff in own area of responsibility B 507 A/600/9759 Monitor and review business processes B 351 T/602/1912 Ensure responsibility for actions to reduce risks to health and safety J/503/92/72 Gather information for a Business Impact Analysis B 353 Y/601/8324 Operating credit control procedures B 357 T/601/8282 Support Individuals With Specific Communication 427 F/503/9237 Assist in the design of Business Continuity 428 L/503/9242 Assist with the development of an organisational Business Continuity Management strategy R/600/4955 Drafting Financial Statements B 430 H/600/9674 Plan, allocate and monitor work in own area of responsibility A B B B B B B B B B B

10 City & Guilds Ofqual unit accreditation Unit title Level 4 Certificate * Excluded 431 H/503/9277 Raise awareness of Business Continuity Management within a team B 508 M/503/9251 Design Business Continuity Management procedures B 427 Opportunities for progression On completion of these qualifications candidates may progress into employment or to the following City & Guilds qualifications: Level 4 NVQ Diploma in Customer Service (4430) Leadership and management qualifications offered by our sister organisation ILM Qualification support materials City & Guilds also provides the following publications and resources specifically for these qualifications: Description Promotional materials SmartScreen (for some level 3 units) How to access

11 2 Centre requirements This section outlines the approval processes for Centres to offer these qualifications and any resources that Centres will need in place to offer the qualifications including qualification-specific requirements for Centre staff. Centres already offering City & Guilds qualifications in this subject area Centres currently approved to offer the 4404 Level 4 NVQ in Business and Administration will be given automatic approval for the new Level 4 NVQ Certificate/Diploma in Business and Administration. Existing sanctions will also apply to the new qualifications. Centres not already offering City & Guilds qualifications in this subject area To offer these qualifications, centres already approved to deliver City & Guilds qualifications will need to gain qualification approval. Please refer to Appendix 1 for further information. Centres not yet approved by City & Guilds To offer these qualifications, new centres will need to gain both centre and qualification approval. Please refer to Appendix 1 for further information. 2.1 Resource requirements Human resources Staff delivering Business and Administration units within these qualifications must be able to demonstrate that they meet the following occupational expertise requirements. They should: be occupationally competent to make Business and Administration assessment judgements about the level and scope of individual candidate performance at work or in RWEs; and, occupationally competent to make assessment judgements about the quality of assessment and the assessment process be occupationally knowledgeable in the area(s) of for which they are delivering training. This knowledge must be at least to the same level as the training being delivered have credible experience of providing training. Centre staff may undertake more than one role, e.g. tutor and assessor or internal verifier, but must never internally verify their own assessments. Assessors and internal verifiers a) Centre staff should hold, or be working towards, the relevant Assessor/Verifier (A/V) units for their role in delivering, assessing and verifying these qualifications or b) A trainer, supervisor or manager, employed by an organisation must either: 1. hold or be working towards, the relevant Assessor/Verifier (A/V) units for their role in delivering, assessing and verifying these qualifications or 2. seek guidance and approval from City & Guilds to demonstrate that the organisation has appropriate processes in place to facilitate assessment, moderation or verification functions

12 trainer, supervisor or manager is able to map their assessment, moderation or verification skills and knowledge 100% to the NOS upon which the qualifications above are based. For imported units please refer to the Assessment Strategy of the relevant sector skills council/standard setting body. Continuing professional development (CPD) Centres are expected to support their staff in ensuring that their knowledge remains current of the occupational area and of best practice in delivery, mentoring, training, assessment and verification, and that it takes account of any national or legislative developments. 2.2 Candidate entry requirements Candidates should not be entered for a qualification of the same type, content and level as that of a qualification they already hold. There are no formal entry requirements for candidates undertaking these qualifications. However, centres must ensure that candidates have the potential and opportunity to gain the qualification(s) successfully. To be awarded a Framework NVQ in Business & Administration, candidates must demonstrate that they are able to perform the job or an appropriate task competently. Competence may be demonstrated in the private sector, not-for-profit sector or public sector. Candidates may be employed as full-time, part-time, paid or voluntary members of staff. The assessment of all units at any level of a Business and Administration Framework NVQ or competence- based qualification, may be based on either candidate performance at work or through simulation, as necessary 1. As part of the assessment for this qualification, candidates must have access to a work or realistic work environment (RWE). Realistic work environments Where the candidate is subjected to a work environment and is producing performance evidence subject to all of the following conditions: time pressures work problems accountabilities office environment tools to do the job. e.g. learners in a model or virtual office. External verifiers will need to approve RWEs on an individual basis before any assessment can begin. Authenticity is essential and approval needs to be endorsed on an annual basis by the external verifier. Simulation If a unit or part of a unit at any level is simulated, it must be undertaken in a RWE. The overarching principle to be applied to units identified as suitable for simulation is that it should only be undertaken in a minority of cases where 1 See CfA Assessment Strategy 2009, Business & Administration NOS, December 2009.

13 there is a high risk to the security or safety of the candidate, individuals, key people in their lives and others the opportunity to present evidence from work-based practice happens infrequently and therefore insisting that candidates wait for such an occurrence would be unreasonable or create blockages in the assessment system and might carry the risk of de-motivating candidates there would otherwise be a breach of confidentiality or privacy. An example of a simulated task is one that is not going to be used by a third party but meets all the rigour of an RWE i.e. where the candidate is subjected to work timelines, prioritising, interruptions of a working environment etc. For imported units please refer to the Assessment Strategy of the relevant sector skills council/standard setting body. Age restrictions These qualifications are not approved for use by candidates under the age of 18, and City & Guilds cannot accept any registrations for candidates in this age group.

14 3 Course design and delivery 3.1 Initial assessment and induction Centres will need to make an initial assessment of each candidate prior to the start of their programme to ensure they are entered for an appropriate type and level of qualification. The initial assessment should identify: any specific training needs the candidate has, and the support and guidance they may require when working towards their qualification(s). This is sometimes referred to as diagnostic testing. any units the candidate has already completed, or credit they have accumulated which is relevant to the qualification[s] they are about to begin. City & Guilds recommends that centres provide an induction programme to ensure the candidate fully understands the requirements of the qualification(s) they will work towards, their responsibilities as a candidate, and the responsibilities of the centre. It may be helpful to record the information on a learning contract. 3.2 Recommended delivery strategies Centre staff should familiarise themselves with the structure, content and assessment requirements of the qualifications before designing a course programme. Centres may design course programmes of study in any way which: best meets the needs and capabilities of their candidates satisfies the requirements of the qualifications. When designing and delivering the course programme, centres might wish to incorporate other teaching and learning that is not assessed as part of the qualifications. This might include the following: literacy, language and/or numeracy personal learning and thinking personal and social development employability Where applicable, this could involve enabling the candidate to access relevant qualifications covering these skills. For further information to assist with the planning and development of the programme, please refer to the following: Evidence requirements and/or notes for guidance in each unit. Useful material is also available from the CfA

15 4 Assessment 4.1 Summary of assessment methods For these qualifications candidates will be required to complete the following assessments: a portfolio of evidence clearly indicating how each unit has been achieved Time constraints The following time constraints must be applied to the assessment of these qualifications: Assessment must be completed within the candidate s period of registration. 4.2 Evidence requirements Evidence requirements have been included for each Business and Administration unit. Units may be assessed through a number of different sources and forms, which must meet the requirements of assessment criteria, which may include: Naturalistic observation of workplace activities: Assessors must provide information about the context of the assessment. Products: Such as reports, letters, s, memos, printouts, etc, are also valuable items of performance evidence. Assessors are encouraged to assess work products in situ and record the location of evidence within their assessment records. Assessment centres using paperless portfolios should first discuss their approach to assessment with their awarding organisation. Expert witness: Can be used to address any gaps in the technical and occupational competence of assessors, and also for confidential or sensitive activities that are not appropriate for assessor observation. Expert witnesses are identified and trained by the centre. Witness testimony: Can provide valuable evidence of candidate competence. In line with established principles, witness testimony must be: a clear, authentic statement indicating how the learner carries out their job dated, signed and include the job title of the witness. Candidate reports (feedback): Oral or written reports from the candidate which involve descriptions of activities and processes and some self-assessment, e.g. a work diary. Reflective accounts: A reflective account is usually a write up of how a candidate has carried out part of their job, recording events that actually happened. Where possible, the account should state why the candidate took the actions they did. Recognition of prior learning (RPL) / achievement (RPA): May be evidenced from a range of activities, using valid assessment methods that meet the requirements of the assessment criteria of a unit. Evidence in support of RPL / RPA must be authentic, current, valid, relevant and sufficient. Professional discussion: Professional discussion is a single, or series of, structured, planned and indepth discussion(s) which can be recorded electronically or manually in paper, computer, audio or

16 video files. Professional discussions can be used to support observation reports, examination of work products and knowledge questionnaires. The CfA supports the use of professional discussion in holistic assessment. Verbal / written questions: Also includes questionnaires; work based tasks; reflective accounts; case studies; professional discussion; and, feedback reports. As assessment by observation and examination of work products usually results in inferred knowledge. Questions should only be asked to fill gaps where knowledge is not explicit. This style of assessment still requires the assessor to confirm how knowledge and understanding has been addressed but avoids over assessment of the candidate. Projects: An extended piece of practical and / or written work involving planning and research, generally presented as a report. Assignments: May be practical or written tasks given to learners which test skills, knowledge or understanding, or combinations of all three. Case studies: An effective case study report should: clearly identify the core problem(s) analyse the issues underlying the problem discuss and justify alternative solutions using theory / experience present feasible recommendations be presented in an appropriate format. Audio / video recordings: May be used to support observation reports, examination of work products and knowledge questionnaires. Simulation / role play: A task-based function where there are clear goals which need to be achieved and the outcomes are evaluated in a real-work environment'2. This list is illustrative of the options available to provide evidence in support of achieving the assessment criteria of a unit. The most appropriate forms of evidence should be selected for each unit or part of a unit. Characteristics of assessment guidance The candidate may produce evidence from a range of examples (as outlined above) which should be recorded in some form. A record of evidence will confirm to the assessor their confidence in the candidate s breadth and depth of knowledge and understanding in being able to competently meet the functional requirements of a Business and Administration Framework NVQ unit. The assessor will need to be assured that the learner can: consistently perform the job or tasks to the required level of competence meet all the learning outcomes of a unit pass all the assessment criteria of a unit. All examples of evidence submitted for assessment of a unit must be: current sufficient relevant 2 See CfA Assessment Strategy 2009 Business & Administration NOS, December 2009, clause 4.2.

17 appropriate authentic fair. An assessor may request additional evidence if they are not satisfied with the evidence presented by the learner. If this occurs, it may need to be agreed in partnership with the candidate, the assessor and, perhaps, their employer. Holistic Assessment The approach to assessing evidence should aim to be holistic; that is, evidence in support of one unit or part of a unit may be used in part for aspects of another unit. Many of the Framework NVQ units from the Business and Administration suite are interrelated and evidence from one unit may equally be applied to part of the evidence requirements of another unit (See Appendix 2). Using a holistic approach to assessment will: enrich the assessment process for the candidate and the assessor by bringing together elements of different units make more sense to the candidate and avoid duplication of assessment provide a rigorous approach to the assessment process allow for evidence for particular units to be drawn from a range of activities, thus making it easier to cover aspects that may not occur in a one-off assessment efficiently use assessment opportunities and reduce over-assessment be cost effective. Holistic assessment will minimise repetition, time and the burden of assessment on all parties involved in the assessment process. This should not prevent individual units being signed-off as they are completed. Using other related qualifications as evidence Other qualifications can be used as supporting evidence in a candidate s portfolio. The qualification must be current and be benchmarked to one or more of the Business and Administration Framework NVQ units. However, it will only be supporting evidence, as assessors must still make judgments about how the learner demonstrates competence at work. 4.3 Recording forms Candidates and centres may decide to use a paper-based or electronic method of recording evidence. City & Guilds endorses several eportfolio systems. Further details are available at: City & Guilds has also developed a set of Recording forms including examples of completed forms, for new and existing centres to use as appropriate. N/SVQ Recording forms are available on the City & Guilds website. Although it is expected that new centres will use these forms, centres may devise or customise alternative forms, which must be approved for use by the external verifier, before they are used by candidates and assessors at the centre. Amendable (MS Word) versions of the forms are available on the City & Guilds website.

18 4.4 Recognition of prior learning/achievement (RPA) Recognition of Prior Learning/Achievement (RPUA) recognises the contribution a person's previous experience could contribute to a qualification. RPURPA for Business and Administration units may be evidenced from a range of activities, using valid assessment methods that meet the requirements of the assessment criteria of a unit. Evidence in support of RPLI RPA must be authentic, current, valid, relevant and sufficient. Please refer to the relevant Assessment Strategy for guidance on RPURPA for imported units. 16 Level4 NVQ Certificate/Diploma in Business and Administration ( /941

19 5 Units Availability of units The units for these qualifications follow. Imported units from Customer Service and Management are available in the 4428 Imported Units document from The learning outcomes and assessment criteria are also viewable on the National Database of Accredited Qualifications (NDAQ) uk Structure of units The units in these qualifications are written in a standard format and comprise the following: City & Guilds reference number unit accreditation number title level credit value unit aim relationship to NOS, other qualifications and frameworks endorsement by a sector or other appropriate body information on assessment learning outcomes which are comprised of a number of assessment criteria evidence requirements for business and administration units.

20 Unit 310 Develop a presentation Level: 3 Credit value: 3 NDAQ number: M/601/2528 Unit aim This unit is about developing a presentation. Learning outcomes There are two learning outcomes to this unit. The learner will: 1 Understand the purpose of preparing for and evaluating a presentation 2 Be able to develop a presentation Guided learning hours It is recommended that 15 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to the Business and Administration NOS BAA617. Support of the unit by a sector or other appropriate body This unit has been developed by the Council for Administration. Assessment This unit will be assessed by portfolio of evidence, as specified in the Council for Administration Assessment Strategy 2009.

21 Unit 310 Develop a presentation Outcome 1: Understand the purpose of preparing for and evaluating a presentation 1.1 Explain the purpose of using different types of presentation and equipment to provide information 1.2 Explain the procedures to be followed when preparing a presentation, including planning, preparation of content, materials, and contingencies 1.3 Explain the benefits of preparing for giving a presentation 1.4 Explain and illustrate how presentations may be enhanced by materials and equipment 1.5 Explain the purpose and benefits of reflecting on the feedback obtained of the written presentation Outcome 2: Be able to develop a presentation 2.1 Agree and confirm audience, purpose, content, style and timing of a presentation 2.2 Research and plan a presentation 2.3 Select any equipment needed for the presentation 2.4 Prepare content, shape and structure of a presentation to achieve its purpose and suit needs of audience 2.5 Obtain feedback on planned presentation and make adjustments, if required 2.6 Produce presentation handouts 2.7 Collect feedback on the written presentation 2.8 Reflect on the feedback obtained of the written presentation and identify learning points 2.9 Identify changes that will improve future written presentations

22 Evidence requirements Learning Assessment Assessment guidance Evidence may be supplied via candidate reports/reflective accounts, professional discussion and questioning Evidence may be supplied via witness testimony, professional discussion, candidate reports/reflective accounts and inspection of products, using evidence appropriate to the learner s job role from the following sources: letters s 2.2 Evidence may be supplied via candidate reports/reflective accounts and inspection of products, using evidence appropriate to the learner s job role from the following sources: Evidence may be supplied via candidate reports/reflective accounts Evidence may be supplied via witness testimony, professional discussion, candidate reports/reflective accounts and inspection of products, using evidence appropriate to the learner s job role from the following sources: 2.6 Evidence may be supplied via candidate reports/reflective accounts and inspection of products, using evidence appropriate to the learner s job role from the following sources:

23 Unit 311 Deliver a presentation Level: 3 Credit value: 3 NDAQ number: T/601/2529 Unit aim This unit covers the skills, knowledge and understanding learners need to prepare for, deliver and evaluate a presentation for an audience. Learning outcomes There are five learning outcomes to this unit. The learner will: 1 Understand the purpose of preparing for and evaluating a presentation 2 Understand the techniques used in enhancing a presentation 3 Be able to prepare for delivery of a presentation 4 Be able to deliver a presentation 5 Be able to evaluate a presentation Guided learning hours It is recommended that 15 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to the Business and Administration NOS BAA623. Support of the unit by a sector or other appropriate body This unit has been developed by the Council for Administration. Assessment This unit will be assessed by portfolio of evidence, as specified in the Council for Administration Assessment Strategy 2009.

24 Unit 311 Deliver a presentation Outcome 1: Understand the purpose of preparing for and evaluating a presentation 1.1 Explain the purpose of using different types of presentation and equipment 1.2 Explain different ways of delivering presentations and their features 1.3 Explain the procedures to be followed when preparing a presentation 1.4 Explain the benefits of preparing for giving a presentation 1.5 Describe the types of problems that may occur with equipment and how to deal with them 1.6 Explain the purpose and benefits of contingency planning 1.7 Explain the purpose and benefits of collecting feedback from the audience on the presentation 1.8 Explain the purpose and benefits of evaluating presentations and own performance Outcome 2: Understand the techniques used in enhancing a presentation 2.1 Explain and illustrate how presentations may be enhanced by materials and equipment 2.2 Explain and illustrate how presentations may be enhanced by use of communication and interpersonal skills 2.3 Describe how to gauge audience reaction to the presentation 2.4 Explain the purpose and benefits of summarising important features of the presentation 2.5 Describe the purpose and benefits of giving the audience opportunities to ask questions Outcome 3: Be able to prepare for delivery of a presentation 3.1 Select any equipment needed and plan how to use it to best effect 3.2 Make contingency plans in case of equipment failure or other problems, if required 3.3 Practise the presentation and its timing 3.4 Obtain feedback on planned presentation and make adjustments, if required

25 Outcome 4: Be able to deliver a presentation 4.1 Check equipment and resources 4.2 Circulate presentation materials 4.3 Introduce self to audience and state aims of the presentation 4.4 Address the audience, speaking clearly and confidently, using language to suit the topic and audience 4.5 Vary tone, pace and volume to emphasise key points 4.6 Gauge audience reaction during the presentation and adapt if required 4.7 Summarise throughout the presentation to emphasise key points and help to maintain audience interest 4.8 Use body language in a way that reinforces presented information 4.9 Use equipment, where appropriate, to enhance the presentation, and deal with any problems that may occur 4.10 Provide the audience with opportunities to ask questions 4.11 Listen carefully to questions and respond in a way that meets the audience s needs Outcome 5: Be able to evaluate a presentation 5.1 Collect feedback on the presentation 5.2 Reflect on own performance and identify learning points 5.3 Evaluate the presentation and own performance and identify changes that will improve future presentations Evidence requirements Learning Outcomes Assessment Criteria Assessment guidance Evidence may be supplied via candidate reports/reflective accounts, professional discussion and questioning Evidence may be supplied via witness testimony, professional discussion, candidate reports/reflective accounts and inspection of products, using evidence appropriate to the learner s job role from the following sources: letters s memos Evidence may be supplied via candidate reports/reflective accounts

26 4.2 Evidence may be supplied via witness testimony, professional discussion, candidate reports/reflective accounts and inspection of products, using evidence appropriate to the learner s job role from the following sources: presentation materials Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, candidate reports/reflective accounts and inspection of products, using evidence appropriate to the learner s job role from the following sources: presentation notes handouts slides Evidence may be supplied via candidate reports/reflective accounts and inspection of products, using evidence appropriate to the learner s job role from the following sources: feedback evaluation sheets Evidence may be supplied via candidate reports/reflective accounts

27 Unit 316 Support the design and development of an information system Level: 3 Credit value: 7 NDAQ number: L/601/2536 Unit aim This unit is about contributing to the design and development of an information system that will meet identified needs in a business environment. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Understand the purpose of supporting the design and development of an information system 2 Understand how to contribute to the design and development of an information system 3 Be able to contribute to the design and development of an information system Guided learning hours It is recommended that 35 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to the Business and Administration NOS BAD111. Support of the unit by a sector or other appropriate body This unit has been developed by the Council for Administration. Assessment This unit will be assessed by portfolio of evidence, as specified in the Council for Administration Assessment Strategy 2009.

28 Unit 316 Support the design and development of an information system Outcome 1: Understand the purpose of supporting the design and development of an information system 1.1 Explain the purpose and value of contributing to the design and development of an information system 1.2 Describe ways of contributing to the design and development of an information system Outcome 2: Understand how to contribute to the design and development of an information system 2.1 Explain the purpose and value of contributing own user needs for an information system 2.2 Explain the benefits of developing a system specification based on user needs 2.3 Describe ways of contributing to the creation, design and development of an information system 2.4 Explain the purpose and value of contributing to the testing of an information system during design and development Outcome 3: Be able to contribute to the design and development of an information system 3.1 Identify and agree the information to be managed 3.2 Contribute to the design and development of an information system to meet agreed specification requirements 3.3 Support system testing 3.4 Identify and report faults 3.5 Remedy faults, within limits of own authority

29 Evidence requirements Learning Outcomes Assessment Criteria Assessment guidance Evidence may be supplied via candidate reports/reflective accounts, professional discussion and questioning Evidence may be supplied via witness testimony, professional discussion, candidate reports/reflective accounts and inspection of products, using evidence appropriate to the learner s job role from the following sources: letters s memos reports notes of meetings 3.2 Evidence may be supplied via witness testimony, professional discussion, candidate reports/reflective accounts and inspection of products, using evidence appropriate to the learner s job role from the following sources: specification

30 Unit 317 Monitor information systems Level: 3 Credit value: 7 NDAQ number: R/601/2537 Unit aim This unit is about monitoring and evaluating an information system to meet identified needs in a business environment. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Understand how to monitor an information system 2 Understand how to review and further develop an information system 3 Be able to monitor an information system Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to the Business and Administration NOS BAD131. Support of the unit by a sector or other appropriate body This unit has been developed by the Council for Administration. Assessment This unit will be assessed by portfolio of evidence, as specified in the Council for Administration Assessment Strategy 2009.

31 Unit 317 Monitor information systems Outcome 1: Understand how to monitor an information system 1.1 Explain the purpose and benefits of managing information to meet requirements 1.2 Explain the purpose and benefits of providing training and on-going support to users 1.3 Explain the purpose of complying with legal and organisational requirements when using an information system 1.4 Explain the purpose and benefits of monitoring use of an information system 1.5 Describe ways of monitoring use of an information system 1.6 Explain the purpose and benefits of maintaining and updating an information system 1.7 Describe ways of maintaining and updating an information system 1.8 Describe the types of problems that may occur with an information system and how to deal with them Outcome 2: Understand how to review and further develop an information system 2.1 Explain the purpose and benefits of continuously improving an information system 2.2 Explain how to identify problems in an information system and analyse them 2.3 Describe ways of resolving problems in an information system Outcome 3: Be able to monitor an information system 3.1 Identify the information to be monitored and the resources available to do so 3.2 Contribute to designing a system specification 3.3 Provide training on the use of an information system 3.4 Provide on-going support to users 3.5 Monitor use of an information system 3.6 Make sure legal and organisational requirements for handling information are followed 3.7 Make sure a system is maintained and updated, if required

32 3.8 Identify, analyse and resolve problems when they occur 3.9 Collect feedback on performance of an information system 3.10 Provide information to enable further system development to meet agreed specifications Evidence requirements Learning Outcomes Assessment Criteria Assessment guidance Evidence may be supplied via candidate reports/reflective accounts, professional discussion and questioning Evidence may be supplied via witness testimony, professional discussion, candidate reports/reflective accounts and inspection of products, using evidence appropriate to the learner s job role from the following sources: letters s memos 3.3 Evidence may be supplied via witness testimony, professional discussion, candidate reports/reflective accounts and inspection of products, using evidence appropriate to the learner s job role from the following sources: training records Evidence may be supplied via witness testimony, professional discussion, candidate reports/reflective accounts and inspection of products, using evidence appropriate to the learner s job role from the following sources: letters s memos feedback notes of meetings

33 Unit 318 Analyse and report data Level: 3 Credit value: 6 NDAQ number: Y/601/2538 Unit aim This unit is about analysing and reporting data that meets the aims and objectives of the research. Learning outcomes There are four learning outcomes to this unit. The learner will: 1 Understand how to organise and evaluate data that has been researched 2 Understand how to report data that has been researched 3 Be able to analyse and evaluate data 4 Be able to report data Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to the Business and Administration NOS BAD322. Support of the unit by a sector or other appropriate body This unit has been developed by the Council for Administration. Assessment This unit will be assessed by portfolio of evidence, as specified in the Council for Administration Assessment Strategy 2009.

34 Unit 318 Analyse and report data Outcome 1: Understand how to organise and evaluate data that has been researched 1.1 Describe purpose and benefits of organising data so that it can be analysed 1.2 Explain how to evaluate the relevance, validity and reliability of data 1.3 Explain how to analyse and prepare researched data so results will be accurate and free from bias 1.4 Explain the differences between primary and secondary research methods 1.5 Explain the differences between quantitative and qualitative research methods 1.6 Describe how to search for relevant data sources Outcome 2: Understand how to report data that has been researched 2.1 Describe ways of reporting data so that it a b meets agreed aims and objectives is accurate and free from bias Outcome 3: Be able to analyse and evaluate data 3.1 Organise data so that it can be analysed and reported 3.2 Select relevant, valid and reliable data to analyse 3.3 Apply analysis and evaluation techniques, as required 3.4 Review data to produce accurate, unbiased results and conclusions 3.5 Check the accuracy of the analysis, and make adjustments, if required 3.6 Obtain feedback on data analysis, if required Outcome 4: Be able to report data 4.1 Present data in agreed format 4.2 Present data to agreed timescale

35 Evidence requirements Learning Assessment Assessment guidance Evidence may be supplied via candidate reports/reflective accounts, Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, candidate reports/reflective accounts and inspection of products, using evidence appropriate to the learner s job role 3.6 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, candidate reports/reflective accounts and inspection of products, using evidence appropriate to the learner s job role from the following sources: Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, candidate reports/reflective accounts and inspection of products, using evidence appropriate to the learner s job role from the following sources: letters s memos